Ongoing teacher support and development is essential for student success. District planning, professional development and coaching across content can improve equity and access for students by leveraging three principles, Universal Design for Learning, analysis of tasks and content progressions, and concrete-pictorial-abstract representations.
Universal Design for Learning (UDL)
Equity and access through instructional design should be intentional. All instruction should begin with the expectation that all learners are different. Leveraging the neural networks for engagement, action and expression, and representation following the UDL Guidelines allows all students to access learning experiences.
Task Analysis and Progressions
Task analysis helps teachers identify exactly what content is being taught and match it with learning experiences that remove unnecessary boundaries.
The study of learning progressions identifies a path from the last point of success to grade-level content. This process focuses new content on building off what students already know, emphasizing their strengths.
Concrete-Pictorial-Abstract
Concrete-Pictorial-Abstract representations pair content with hands-on, multi-sensory experiences. Moving flexibly back and forth through these representations help students make connections and overcome barriers. This also allows teachers to adapt content in the moment improving access for all students.